Education at a Glance OECD Indicators 2020 Contact North Andreas Schleicher
The long shadows of school closures
By the end of June, schools across the OECD had experienced some form of closure lasting an average of 14 weeks Figure D1.4 Number of countries with school closures due to COVID19 y y r r a a h h h h h u u c c c c c e e e e e r r l l l l y y y y b b r r r r r i i i i n n n n n r r r r a a a a a a a a a p p p p e e u u u u u M M M M M M M M M F F A A A A J J J J J 7 4 2 9 6 3 0 6 3 0 7 4 1 8 5 1 8 5 2 9 1 2 0 0 1 2 3 0 1 2 2 0 1 1 2 0 0 1 2 2 40 35 30 Number of countries 25 OECD 20 countries 15 10 5 0 5 Non-OECD 10 countries Nationwide Localised
Lost individual income due to Corona-induced learning loss
Present value of lost GDP due to Corona-induced learning loss (average 1/3 school year lost) n o a i e m t a r o o r s K e d e a d g t f i b e n a o a a a F r t y i a K c n f S i r n s i A n i a A i o l e l t d a d e y a b a d c n h a n n e e m e c l i i r a i i u a d e a s o y k t t n t t n z x i p n u s u i r s i p a e r g i d d a l n e n a h u u e u o r a a r n a n M r U G U t C R B R C A A F T S S J I I I Bn $0 -Bn $2,000 -Bn $4,000 -Bn $6,000 -Bn $8,000 -Bn $10,000 -Bn $12,000 -Bn $14,000 -Bn $16,000 Source: Hanushek and Woessmann (OECD, 2020)
Students’ and teachers’ ICT skills were critical to maintain educational continuity as schools shifted to online learning.
Percentage of lower secondary teachers who “frequently” or “always” let students use ICT for projects or class work 100 10 20 30 40 50 60 70 80 90 % 0 Denmark frequently or always use ICT for projects or class work Before the pandemic, just over half of teachers let their students New Zealand Australia Colombia Russia Mexico Turkey Alberta (Canada) Chile Sweden Lithuania United States Portugal Romania Iceland OECD average-31 Israel Spain Netherlands Finland Saudi Arabia Latvia Hungary Slovak Republic Italy EU total-23 Estonia Brazil England (UK) South Africa - Flemish Comm.… Slovenia France Czech Republic Austria Korea Table I.2.1 Belgium TALIS Shanghai (China) Japan
Teachers themselves do not rely heavily on distance learning for their own professional development Figure A7.6 . Percentage of lower secondary teachers who participated in selected types of professional development (2018) Courses/seminars attended in person Peer and/or self-observation and coaching as part of a formal school arrangement Online courses/seminars 100 % Formal qualification programme¹ 90 80 70 60 50 40 30 20 10 French Comm.… 0 Austria Netherlands Belgium Fl. Turkey Israel OECD average England (UK) Sweden Norway Denmark South Africa Finland Chile France Lithuania Latvia Slovenia Australia Estonia Alberta (Canada) New Zealand Russian Federation Iceland Czech Republic United States Italy Korea Chinese Taipei Shanghai (China) Saudi Arabia Spain Portugal CABA (Argentina)² Brazil Belgium Slovak Republic Hungary Colombia Mexico Japan
The pandemic may place significant strains on education funding
Private expenditure is at risk, particularly in countries that rely heavily on household expenditure Figure C3.2.b Distribution of public and private expenditure on tertiary educational institutions (2017) All private sources Expenditure from other private entities Household expenditure Public expenditure % 100 90 80 70 60 50 40 30 20 10 0 Denmark Finland Norway Austria Sweden Greece Poland Turkey France Netherlands Israel Chile Colombia Luxembourg Iceland Slovenia Belgium Estonia Germany EU average Czech Republic OECD average Ireland Slovak Republic Lithuania Mexico Spain Hungary Russian Federation Latvia Portugal Italy Canada New Zealand Korea Australia United States Japan United Kingdom
On average, each USD invested in tertiary education generates a public benefit of USD 3 for a man and USD 2 for a woman Figure A5.5 . Financial benefits for each equivalent USD invested in tertiary education for men and women (2017) In equivalent USD converted using PPPs Man Woman 10 9 8 7 6 5 4 3 2 1 0 Ireland Israel Italy United States Australia Portugal France Chile Austria Turkey EU Average OECD Average Luxembourg New Zealand Poland Spain Finland Czech Republic Slovak Republic Denmark Norway Sweden Hungary United Kingdom Germany Belgium Slovenia Korea Canada Latvia Switzerland
The crisis has impacted the internationalization of tertiary education.
In 2018, 5.6 million tertiary students worldwide had crossed a border to study, more than twice the number in 2005 Figure B6.1 Growth in international or foreign enrolment in tertiary education worldwide (1998 to 2018) OECD Non-OECD Millions of students 6.0 Total, 5.6 5.5 5.0 4.5 Non-OECD, 1.7 4.0 3.5 3.0 OECD, 3.9 2.5 2.0 1.5 1.0 0.5 0.0 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018
10 20 30 40 50 % 0 Luxembourg Australia 86 may see a greater impact… Countries with a large share of international students New Zealand United Kingdom Switzerland Austria All tertiary Canada Czech Republic Incoming student mobility in tertiary education, by level of study (2018) Netherlands Hungary Denmark Belgium Bachelor's or equivalent Germany Ireland Estonia Latvia EU total France Finland Slovak Republic Iceland Portugal Sweden Master's or equivalent OECD total Italy Lithuania United States Japan Saudi Arabia Slovenia Norway South Africa Russian Federation Poland Doctoral or equivalent Spain Greece Israel Argentina Korea Turkey Costa Rica Chile Figure B6.4 Brazil Colombia Mexico India Indonesia
…particularly in countries where foreign students pay higher tuition fees than domestic ones Table C5.1 Annual average (or most common) tuition fees for bachelor's programmes charged by tertiary institutions to national and foreign students (2017/18) National students Foreign students In USD converted using PPPs 30 000 25 000 20 000 15 000 10 000 5 000 0 England (UK)** United States** Chile Israel Netherlands Austria France Denmark Greece Norway Sweden Canada Japan Australia Korea New Zealand Latvia Ireland Italy Spain Portugal Switzerland Belgium Fl.* Belgium Fr. Germany Finland* Slovak Republic Slovenia *Tuition fees may apply for students outside EU/EEA area **Reference year 2016/17
Professions with vocational qualifications have formed the backbone of economic and social life during the lockdown.
Employment advantage of vocational skills Figure A3.2 Employment rates, by age group, educational attainment and programme orientation (2019) Below upper secondary Upper secondary or post-secondary non-tertiary (general orientation) Upper secondary or post-secondary non-tertiary (vocational orientation) % Short-cycle tertiary 100 Bachelor's, master's or doctoral or equivalent 90 80 70 60 50 40 30 20 10 0 25-34 year-olds 35-44 year-olds 45-54 year-olds 55-64 year-olds
Work experience while studying increases employment prospects Figure A3.3 Employment rate of 25-34 year-olds who attained vocational upper secondary or post-secondary non-tertiary education, by type of work experience while studying (2016) % No work experience Apprenticeship Mandatory traineeship Work outside the curriculum 100 90 80 70 60 50 40 Austria Norway Czech Republic Slovak Republic Netherlands Sweden Poland Average Denmark Portugal France Italy Greece Finland Turkey Iceland Switzerland Latvia Slovenia Hungary Belgium Germany Estonia United Kingdom Spain Lithuania Ireland
However, only one in three VET students participate in combined school- and work-based programmes on average Figure B7.6 Distribution of upper secondary vocational students by type of vocational programme (2018) School-based programmes Combined school- and work-based programmes % 100 90 80 70 60 50 40 30 20 10 0 Costa Rica Czech Republic Greece Italy Japan Lithuania Brazil Spain Chile Slovak Republic Luxembourg France Australia OECD average EU average Austria Iceland Norway Turkey Netherlands Denmark Hungary Ireland Korea Mexico Belgium Slovenia United Kingdom Germany Switzerland Latvia Sweden Portugal Poland Israel Estonia Finland
The expansion of tertiary education is a worldwide trend.
10 20 30 40 50 60 70 80 % 0 Lithuania Switzerland attainment across countries A bachelor’s degree is the most common level of tertiary Ireland Short-cycle tertiary Luxembourg Korea Share of 25-34 year-olds with tertiary education, by level of tertiary education (2019) Netherlands Belgium Iceland United Kingdom Poland Denmark Estonia Australia Bachelor's or equivalent Finland Greece New Zealand Russian Federation United States EU average OECD average Slovak Republic Canada Slovenia Norway Sweden Master's or equivalent Portugal Israel Latvia France Germany Spain Czech Republic Colombia Hungary Italy Argentina Austria Doctoral or equivalent Turkey Chile Mexico Costa Rica Brazil . Figure A1.6 India Indonesia China South Africa
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